Self-Regulated Learning in a Reading ContextDeborah ButlerFaculty of EducationUniversity of British Columbia

Changing Results for Young Readers SymposiumAugust 26, 2013

AgendaWhat is self-regulated learning in a reading context?How can we support SRL in reading?What questions might learning teams take up in relation to self-regulation in reading?

What is self-regulation in a reading context?

What is Self-Regulated Learning in a Reading Context?Classic Definition of Self-Regulation:The ability to control thoughts and actions to achieve personal goals and respond to environmental demands (Zimmerman, 2008)Self-regulation is "active," strategic engagement

Learners can take, and feel in control, over activities by deliberately and reflectively self-regulating learning

Self-Regulating Emotions and Behaviour Successful performance involves understanding and managing ones emotions and behaviour so as to successfully engage in activities and with othersEmotions experienced; Challenges to focus or motivationAwareness of expectations & ones own strengths and challenges; ones emotions; others emotionsUsing strategies to participate effectively (e.g., avoid being distracted; focus; manage emotions; work well with others)

ReflectionThink of a time when you were engaged in a an activity where you experienced distracting emotions (stress, worry, excitement) or struggled with motivationWhat did you feel?What led you to feel that way?What did you do to stay engaged in the activity (or did you)?

Promoting Emotional and Behavioural RegulationSupport learners to understand their own and others emotions and behaviourSupport learners to learn how to strategically manage their emotions, behaviour, and motivation in/through activitiesSocial relationshipsSport/recreationLearning in schoolSee http://csefel.vanderbilt.edu/ or http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm

See http://csefel.vanderbilt.edu/ or http://www.challengingbehavior.org/do/resources/teaching_tools/ttyc_toc.htm

Supporting Emotional and Behavioral Self-Regulation: Case Study ExampleApproachDaily conferencesBuilding positive & trusting relationship with the studentEnd-of-Year Observation"He is removing himself from a situation where he is feeling frustrated or has had enough"

Supporting Emotional and Behavioral Self-Regulation: Case Study ExampleApproach: Teaching "MindUp" and Breathing. "The student would stop and take 3 long, deep breaths and then tell the other student 'no thank you' or later in the year, 'I feel ___, when you ____". End-of-Year Observation: "It took the majority of the year to get the student to finally be able to say this sentence on his own without my support, but now into May I am starting to hear small "I feel" sentences... he is using his words more than his hands now... and saying the sentence correctly!"

Imagine Reading

Activity in ContextWhat Does Self-Regulated Reading Look Like in Classroom Contexts?Cycles of Self-Regulated ActivityPlanningInterpreting TasksMonitoringAdjustingEnacting StrategiesEmotions & MotivationHistory,Strengths,Challenges,Metacognition,Knowledge,Beliefs,Agency Butler, 2002; Butler et al., 2011

What Students' Bring to Reading:Metacognitive Knowledge

Task Performance Derailed: Misconceptions about Tasks(Based on 100 case studies of post-secondary learners; see Butler, 2003)

Reading

is about decoding words

is for learning key terms

is for learning or understanding (vague terms)

Studying

requires memorizing the text

is learning definitions

Writing

is about spelling

is about constructing grammatical sentences

has rigid structures

Math

is about computation

is about memorizing formulas

Task Performance Derailed: Metacognition and Strategic Action(Butler, 2003)

% of students

Areas of Difficulty

% of students

Interpreting Tasks

76%

Describing task demands

Interpreting assignments

59%

27%

Strategy Use

76%

Strategy description

Aware of problems, but not solutions

Implementing strategies

71%

39%

8%

Monitoring

49%

Problems defining monitoring criteria

Little evidence of monitoring

48%

10%

What Students' Bring to Reading:Self-Perceptions and Beliefs

Self-Efficacy and MotivationStudents may have experienced challenges that lead to:a lack of confidencelittle sense of control over outcomes (i.e., low self-efficacy)frustration, boredom, anxietyThey may:try but be actively inefficientgive uprebel

"Even Geniuses Work Hard"Fostering a "Growth Mindset"(Dweck, 2010)

Accounting for Success"Success comes from applying and refining strategies"Fabricus & Hagen (1984): 90% of Grade 1 & 2 students who attributed recall success to their use of "sorting strategy" used that strategy the "next time" they did the task (vs. 32%)

ReflectionConsider the kinds of metacognitive knowledge and motivationally-charged "beliefs" learners bring to readingHave you seen these kinds of beliefs "in action" during reading activities?How can they support or derail engagement?What can we do to support students' construction of constructive knowledge and beliefs?

How Can We Support Self-Regulation in Reading?

Create Environments that Support SRL (see Perry & Drummond, 2002)Create activities/tasks that provide opportunities for self-regulationPromote autonomyChoiceControl over challengeStudent self-assessmentScaffold supportTeacher Support Peer SupportSupport SRL through non-threatening assessment practices & feedback

Design Tasks that Afford Opportunities for Self-Regulation & AutonomyImagine a grade 2/3 classroom in which students are asked to complete a research project on an animal of their choice. They are asked to do research on their animal by selecting and reading resources, and to write, edit, and publish expository text (using the computer; working together) (Perry & Drummond, 2002)Imagine a Kindergarten/Grade 1 classroom in which across a series of lessons students read The Three Little Pigs (twice), sequence events in the story, write sentences to describe each event, consider the social and moral dimensions of the story, and then choose and write an alternative ending (Perry, Nordby, & VandeKamp, 2003)

Support That Empowers Learners: Three ThemesStrategic Questioningsupporting self-regulation in activitymaking learning processes explicitBridging to independencefrom teaching strategies to strategic learningSupporting cycles of learningfeedback and self-assessment

Strategic Questioning to Foster SRLInterpreting TasksWhat is your job?What is this assignment asking you to do?How will you know if youve done a good job?Choosing and Using StrategiesHow will you approach this task (given what you are trying to do)?What strategies have worked for you before?Why dont you show me what you can try?I noticed you did this. Is that a strategy you are using?What are you doing here that you can do again and again and again?Monitoring/AdjustingHow are you doing? How do you know?What criteria are you using here to judge your work?What can you do differently to solve that problem?

What Is Self-Regulation In Kid Friendly Terms?

Perceptions of writing ability unorganized, choppy would be the best way to describe itIneffective strategies I write down my point and in the end I have a mess. Frustration/giving upI had to write a researched 500 word ... essay [for a scholarship application]. I couldnt organize it at all. I couldnt get any organization flow going. I kept jumping from point to point. So I got frustrated with it and didnt apply.(Butler, 1995)From Learning Strategies to Strategic LearningCase Study Example: Jennifer

Developed a strategy of making plansExample of Jens problem taking ownership of a strategy she had been taught for writing papersJennifers Challenges?Had be taught outlining but didnt like or understand it(Butler, 1995)

Benefits of Supporting Jennifers Self-Regulated Writing? Writing improved (Bs and As on assignments)Developed personalized strategies (her plans)Transfer of strategic actionIm so concentrating on flow, I can pick up on other peoples flow now. So like, you know, the teachers going on, I no longer write down like, scribbling madly about every single point he makes, but I can almost summarize ... my note-taking is better now. Self-perceptions of writing ability And then just the marks are a lot different. That, I feel like, you know, like, when youre walking around the class and were getting our essays back, my marks are average or above average. So I feel better about it. Like, I dont feel like Im such a dunce.(Butler, 1995)

They collaborated to refine classroom practices to foster self-regulated LTROutcomes showed a positive impact on students:Understandings about academic workLearning in relation to provincial curricula and performance standardsBased on formative assessments of secondary students learning through reading, subject area teachers worked together to set goalsFrom the Richmond Learning through Reading" Project(Butler, Schnellert, & Cartier, 2008, 2013)

From the Richmond Learning through Reading" Project (continued)Student gains were greatest when practices:Sustained attention to goalsIntegrated learning goals into the curriculumAttended explicitly to reading, thinking, learning processesFostered student independence (e.g., in decision-making; to achieve goals)(Butler, Schnellert, & Cartier, 2008, 2013)

ReflectionHow can you construct practices that: (a) explicitly support students development of knowledge, beliefs, and strategic action, BUT ALSO(b) enable students to take control over their own learning?

Self-Assessment and Feedback"Teacher feedback is input that, together with students' own internal input, will help the students decide where they are in regard to the learning goals they need or want to meet and what they will tackle next." (Brookhart, 2008)Interpreting assessments & feedbackGenerating "internal" feedback(Butler & Winne, 1995)

The Power of FeedbackHalbert & Kaser (2013): "The purpose of feedback is to increase the extent to which learners are the owners of their own learning" (p. 21)Timperley (n.d.): "Feedback can be detrimental, "When it does not give information about how to improve, for example:Tentative grades with no commentsFeedback associated with extrinsic rewardsPersonal praise / criticism that distracts from the task"You are so clever

The Power of FeedbackHattie & Timperley (2007)Purpose for feedback: To reduce any discrepancy between goals and where students are nowFeedback that had these qualities was related to students gains in writing performance (Parr & Timperley, 2010)

Encouraging Self-Assessment & Strategy Revision

Growth Mindset & FeedbackDweck (2010)Praising students for the process they have engaged inthe effort they applied, the strategies they used, the choices they made, the persistence they displayed, and so onyields more long-term benefits than telling them they are smart when they succeed. (p. 18)Emphasize challenge, not successGive a sense of progressGrade for growth Add "yet"

ReflectionHow can progress monitoring tools, formative assessments, and other forms of feedback support: student's engagement in cycles of learning?development of metacognition & positive motivational beliefs?students' taking control over learning?

Summary: Empowering ReadersIf students are to take control over learning, they need to be supported to:Build and apply productive metacognitive knowledge and beliefsBe clear on what they are supposed to be doing (anchoring learning in goals)Actively and reflectively self-direct learning with goals, criteria in mindSelf-monitor progress and self-assessAdjust performance (during the activity and "next time")Manage engagement (motivation, emotions, behaviour)

Common Features of SRL-Supportive Practices?They connect and surface learners strengths, interests and experiencesThey make discussion about reading, learning, and writing processes explicitThey integrate discussions about reading, learning, and writing processes with content instructionThey put responsibility on students to manage their learningThey require students to articulate their understandings about content & learning processes

Supporting Self-Regulated Reading: Case Study ExamplesHe is much more aware of his learning and he can express specific details about his learning (metacognition)This student is more confident in his learning (self-efficacy)She recalls and uses reading strategies we have been practicing, has favourites (metacognition & strategic action)I see this student now corrects himself (in oral language) (self-monitoring/adjusting)She doesn't give up, even if something is hard (growth mindset, persistence)

What questions might learning teams take up this year, in relation to self-regulated learning in a reading context?

Research to Practice in SRL:Initiatives and Resources

http:/Building Supports for Inquiry-Based Professional LearningUBC SRL Masters ConcentrationsMEd Cohort: Jan 2014MA/MEd On-Campus: Sept 2014BEd Program: SRL Cohort (Middle Years)http://ecps.educ.ubc.ca/hdlc/concentration-self-regulated-learning-srlhttp://pdce.educ.ubc.ca/med-in-human-development-learning-and-culture-srl1/Supports to On-Going Professional LearningSRL Institute: June 2013CR4YR, Learning Team Facilitation, PD EngagementsSRL Canada Consortiumhttp://pdce.educ.ubc.ca/connecting-self-regulation-to-learning-in-bc-schools/http://srlcanada.ca http://teach.educ.ubc.ca/programs/BEd-program/cohorts/index.html

http://srlcanada.ca http://srlcanada.ca

http://self-regulationinschool.research.educ.ubc.ca/

http://bctf.ca/publications/NewsmagArticle.aspx?id=29340

Selected ReferencesBrookhart, S. M. (2008). How to give effective feedback to your students. ACSDBrownlie, F., Feniak, C., & Schnellert, L. (2006). Student Diversity (2nd ed.). Markham, ON: Pembroke Publishers. Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory into Practice, 41, 81-92. Butler, D. L. (1995). Promoting strategic learning by postsecondary students with learning disabilities. Journal of Learning Disabilities, 28, 170-190.Butler, D. L. (1994). From learning strategies to strategic learning: Promoting self-regulation by postsecondary students with learning disabilities. Canadian Journal of Special Education, 4, 69-101.Butler, D. L., Beckingham, B., & Novak Lauscher, H. J. (2005). Promoting strategic learning by eighth-grade students struggling in mathematics: A report of three case studies. Learning Disabilities Research and Practice, 20, 156-174.Butler, D. L., & Cartier, S. (2004). Promoting students active and productive interpretation of academic work: A Key to successful teaching and learning. Teachers College Record, 106, 1729-1758.Butler, D. L., Cartier, S.C., Schnellert, L., Gagnon, F., & Giammarino, M. (2011). Secondary students self-regulated engagement in reading: Researching self-regulation as situated in context. Psychological Test and Assessment Modeling, 11(1), 73-105.Butler, D. L., Elaschuk, C. L., & Poole, S. (2000). Promoting strategic writing by postsecondary students with learning disabilities: A report of three case studies. Learning Disability Quarterly, 23, 196-213.Butler, D. L., Novak Lauscher, H. J., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers professional development. Teaching and Teacher Education, 20, 435-455.Butler, D. L., & Schnellert, L. (2012). Collaborative inquiry in teacher professional development. Teaching and Teacher Education, 28, 1206-1220. http://dx.doi.org/10.1016/j.tate.2012.07.009Butler, D. L., & Schnellert, L. (2008). Bridging the research-to-practice divide: Improving outcomes for students. Education Canada, 48(5), 36-40.Butler, D. L., Schnellert, L. & Cartier, S. C. (2012, May). Supporting secondary students self-regulated learning through reading in subject-area classrooms. Research Spotlight Session, Canadian Society for the Study of Education. Available at: http://srlcanada.ca/wp-content/uploads/2012/06/Butler-Knowledge-snapshot-CAEP-FINAL.pdfCartier, S. C., & Butler, D. L. (2012, May). Teachers working together to foster self-regulated learning. Research Spotlight Session, Canadian Society for the Study of Education. Available at: http://srlcanada.ca/wp-content/uploads/2012/06/Cartier-Knowledge-snapshot-CAEP2.pdf

Cartier, S. C., Butler, D. L., & Bouchard, N. (2010). Teachers working together to foster self-regulated learning through reading by students in an elementary school located in a disadvantaged area. Psychological Test and Assessment Modeling, 52(4), 382-418. Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16-20.Fabricius, W. V., & Hagen, J. W. (1984). Use of causal attributions about recall performance to asses metamemory and predict strategic memory behavior in young children. Developmental Psychology, 20(5), 975-987. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching, and learning and student progress. Assessing writing, 15, 68-85. Perry, N. E. (2012, May). Classroom contexts for self-regulated learning. Research Spotlight Session, Canadian Society for the Study of Education. Available at: http://srlcanada.ca/wp-content/uploads/2012/06/Perry-Knowledge-snapshot-CAEP-FINAL.pdfPerry, N. E. (2004). Using self-regulated learning to accommodate differences amongst students in classrooms. Exceptionality Education Canada, 14(2&3), 65-87.Perry, N. E., & Drummond, L. (2002). Helping young students become self-regulated researchers and writers. The Reading Teacher, 56(3), 298-310.Perry, N. E., Nordby, C. J., & VandeKamp, K. O. (2003). Promoting self-regulated reading and writing at home and school. The Elementary School Journal, 103(4), 317-338.Schnellert, L. (2011). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. (Doctoral dissertation). Retrieved from https://circle.ubc.ca/handle/2429/38245. Schnellert, L., Butler, D. L., & Higginson, S. (2008). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. Teaching and Teacher Education, 24(3), 725-750.Timperley, H. (n.d.). Feedback and improvement in student learning. Powerpoint presentation available at: http://www.google.ca/search?client=safari&rls=en&q=feedback+and+improvement+in+student+learning+helen+timperley&ie=UTF-8&oe=UTF-8&gws_rd=cr&ei=j1UbUpX3DOTAiwKQ0oHYAwZimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166-183.

******